erdEducation Reform and Development2652-53642652-5372Bio-Byword Scientific Publishing Pty. Ltd.10.26689/erd.v8i8.15364ArticleA Study on Enhancing Student Cognitive Engagement in AI-Empowered College English Teaching from the Perspective of ICAP Theoryhttps://artdesignp.com/journal/erd/8/8/10.26689/erd.v8i8.15364ZhangLimei2026882026-09-17Current college English classrooms often face challenges such as superficial cognitive engagement and formalized interactions among students. However, generative artificial intelligence presents a significant opportunity to reconstruct the educational ecology. This paper, grounded in the ICAP framework of learning modes, examines pathways for AI-empowered college English instruction aimed at enhancing students’ cognitive engagement. The study develops a smart teaching model characterized by “data-driven, human-machine collaboration,” which transcends the traditional tool role of AI and positions it as a learning partner within the knowledge network. By designing progressive teaching tasks aligned with each ICAP level (Passive, Active, Constructive, Interactive), the model guides students toward achieving higher-order cognitive input through collaboration with AI. Research indicates that this model can effectively transform students from passive recipients of knowledge into active explorers of knowledge, significantly improving deep classroom engagement and higher-order thinking skills. This provides both a theoretical reference and a practical paradigm for reconstructing the foreign language teaching ecology in the AI era.ICAP theory, College English teaching, Artificial intelligence, Cognitive engagement

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